Amostra

Natalie. Natalie was a 17-year-old Caucasian girl with labels of disorders in written expression and attention defi cit hyperactivity disorder. Natalie was born in Russia and adopted as an infant. Natalie’s adoptive mother attended her educational planning meetings. Natalie had not received previous instruction regarding how to lead her planning meetings. Natalie’s full-scale IQ score was 87 and accord ing to results from the Wide Range Achievement Test (WRAT), administered in spring 2010, Natalie’s reading composite score was at the 17th percentile. She had been attending the private school for 1 year and had received the majority of her instruction in self-contained classes primar ily for students with learning disabilities prior to enrolling in the private school. On graduation, she planned on attend ing a local community college where she can take classes in child care to become a paraprofessional. Her postschool goals included (a) taking college classes, (b) living on her own, and (c) navigating the community by bus. Natalie had experience using computers and understood procedures for navigating the computer program. Shaqwana. Shaqwana was a 15-year-old African Ameri can girl with mild intellectual disabilities. Shaqwana and her five siblings were also adopted during infancy. Shaqwana’s adoptive mother attended her educational planning meet ings. Shaqwana had not received previous instruction regarding how to lead her planning meetings. Shaqwana had an IQ of 73 and her reading composite score on the WRAT, also administered in spring 2010, placed her at the 8th percentile. Prior to enrollment 1 year ago, she attended a public school in a resource setting. On graduation, she planned to enroll in classes at a community college to pur sue a career in the medical field. Her current goals included (a) improving her reading fluency, (b) improving math related to decimals and fractions, and (c) exploring future nursing options by completing internships in hospitals and nursing homes. She had experience using comput ers and understood procedures for navigating the computer program. Jake. Jake was a 20-year old Caucasian man with perva sive developmental disorder, a hearing impairment in one ear, and visual impairment in one eye and was recently diagnosed with Charge syndrome (i.e., a specific set of birth defects and medical problems). Jake lived with his mother and stepfather, but saw his biological father often.Both biological parents attended his educational planning meetings. Jake had not received previous instruction regard ing how to lead his planning meetings. Jake’s IQ was 77 and according to his reading composite score on the WRAT, administered in spring 2010, he placed in the 7th percentile. He had attended the private school for 3 years and prior to enrollment attended a public school in a self-contained classroom for students with mild intellectual disabilities. His postschool goals included (a) working with animals, (b) living at home, and (c) managing a website where he could “publish” his own stories. He had experience using comput ers and understood procedures for navigating the computer program.